iRubric: Writing to Convince rubric

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Writing to Convince

Writing to Analyze

Grading Rubric for the Writing to Convince Essay

Rubric Code: M43789

By cboyles

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: Undergraduate

Rhetorical Knowledge Audience, Purpose and Voice and Tone
	Beginning 1 pts	Developing 2 pts	Competent 3 pts	Mature 4 pts	Exemplary 5 pts
Audience Awareness of audience's needs, situations and perspectives.	Beginning The writer neglects the audience's needs, situations and perspectives.	Developing The writer is not aware of the audience's needs, situation and/or perspectives.This is evidenced by a lack of explanation or examples and a poor use of emotional appeal.	Competent The writer may not be fully aware of the audience's needs, situation and/or perspectives. This is evidenced by a few explanations or examples, and an ineffective use of pathos.	Mature The writer shows awareness of the audience's needs, situation and expectations by providing good explanations, concrete examples and an effective use of pathos.	Exemplary The writer shows a keen awareness of the audience's needs, situation and perspectives by providing numerous explanations, detailed examples and a thoughtful use of pathos.
Purpose An assertion is issued that is supported by evidence that convinces the audience to accept the writer's point of view.	Beginning No assertion is made. Evidence provided does not persuade, only informs. The audience is not convinced of the writer's point of view.	Developing The assertion may not be directly presented. Examples or evidence may not directly support the assertion. The audience is not really convinced of the writer's point of view.	Competent The assertion is presented and supported by a few examples or evidence. The audience is sympathetic to, if not fully convinced of the writer's point of view.	Mature The assertion is supported by multiple examples and credible evidence.The audience is convinced of the writer's point of view.	Exemplary The assertion is thoughtfully presented and supported by many concrete examples and compelling evidence that convince the audience to accept the writer's point of view. The audience is also called to action.
Voice and tone Strong, Convincing Voice	Beginning The writer's own voice and point of view are not evident.	Developing The writer's own voice and point of view are often vague and undefined.	Competent The writer's own voice is present and may not convince the audience but does engage the audience.	Mature The writer's own voice is strong and convincing and engages the audience.	Exemplary The writer's own voice and point of view are distinct and convincing for the audience.
Critical Reading, Writing and Think Research and Inquiry, and Rhetorical Appeals
	Beginning 1 pts	Developing 2 pts	Competent 3 pts	Mature 4 pts	Exemplary 5 pts
Research and Inquiry Evidence presented is: credible, sufficient, and effective.	Beginning The evidence presented is neither credible, sufficient nor effective.	Developing Evidence presented is from questionable sources. Not all points are supported by research. The evidence is not very convincing.	Competent Evidence presented is from fairly reliable sources (may be secondary). Many of the points are supported by research. The evidence is partly convincing.	Mature Evidence presented is from credible sources. Most points are supported by sufficient research. The evidence is convincing.	Exemplary Evidence presented is from highly credible, mostly primary sources. Each point is sufficiently supported with research. The evidence is very convincing.
Rhetorical Appeals The three rhetorical appeals: pathos, logos and ethos, are used effectively to convince the audience of the writer's stance.	Beginning The writer does not use any of the rhetorical appeals effectively.	Developing The writer uses one or two of the appeals but not effectively enough to convince the audience.	Competent The writer uses the three appeals, but leans heavily on one or two. The audience may be mostly convinced.	Mature The writer uses a balance of all three appeals to convince the audience .	Exemplary The writer effectively and cleverly uses all three appeals to genuinely convince the audience.
Knowledge of Conventions Organization, Documentation, Sentence Structure, Correct Grammatical Usage
	Beginning 1 pts	Developing 2 pts	Competent 3 pts	Mature 4 pts	Exemplary 5 pts
Organization The writer's assertion is followed by main claims and supporting evidence. Opposing viewpoints are addressed. Conclusion includes a call to action.	Beginning There is no sense of organization.	Developing The writer's assertion is unclear or not supported by evidence. No opposing viewpoints are addressed. There is no call to action in the conclusion	Competent The writer's assertion is set out with some supporting information. At least one other viewpoint is mentioned. Paper concludes with writer's assertion.	Mature The writer's assertion is set out and supported by evidence. Other viewpoints are addressed and the paper is concluded with a call to action.	Exemplary The writer's assertion is clearly set out and sufficiently supported with credible evidence. Any other viewpoints are objectively addressed. Writer concludes with a passionate call to action.
Documentation All outside sources are properly cited and documented both in text and bibliography or works cited	Beginning Sources are not cited properly or at all in some cases.	Developing Few outside sources are properly cited either in text, in the bibliography or works cited, or both.	Competent Most outside sources are properly cited both in text and in the bibliography or works cited.	Mature All outside sources are properly cited both in text and in the bibliography or works cited.	Exemplary All outside sources are properly cited both in text and in the bibliography or works cited. Secondary information is correctly paraphrased or directly quoted.
Sentence Structure Sentences are fluent and clear. No fragments, run-ons, etc. Variety of structures present.	Beginning Writing is full of structural errors.	Developing Sentence fluency is weak. Fragments and run-ons are often distracting to the audience.	Competent Sentences are fairly fluent. Minimal fragments or run-ons. Some variety of sentence structure.	Mature Sentences are fluent. No run-ons or fragments that distract the audience. There is a variety of sentence structure.	Exemplary Sentences are fluent and create a coherent, interesting essay. A variety of well-crafted sentences enhance the purpose of the paper.
Gramatical Usage Proper use of:noun/pronoun agreement; punctuation/capitalization; avoidance of contractions; no improper verb tense shifts	Beginning Many grammatical errors having a severe impact on comprehension.	Developing Some grammatical errors that do impact comprehension at times.	Competent Few grammatical errors. Errors do not seriously impact comprehension.	Mature Very few grammatical errors. Errors do not distract from comprehension.	Exemplary No grammatical errors.

Subjects:

English

Types:

Writing

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